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Dissatisfaction with the results of using conventional procedures for the correction of student compositions led me to experiment with four peercorrection strategies with intermediate and advanced ESL classes. These four strategies, along with a discussion of their advantages and disadvantages, are presented as detailed procedures that other ESL teachers, if interested, would be able to apply or modify. I have concluded that the use of such peer-correction procedures results in increasingly more accurate and responsible written work on the part of most students and fosters a more constructive classroom atmosphere for teaching the correctional aspects of composition.
Michael C. Witbeck (1976) studied this question.